Physical education, in a context of dualistic thinking, can be defined as the taking into account of the body, which to be truly educational takes two ways: it claims to develop courage, most often, and sometimes, more recently intelligence. The goal of the chosen thought process (which links history, epistemological questioning and experimental approach) is to show that a pedagogy of the motor behaviours which takes into account the internal logic of the motor situations contributes significantly to the development of a form of intelligence often neglected at school, because never defined or studied: the motor intelligence.